Analisis Pemahaman Integral Taktentu Berdasarkan Teori APOS (Action, Process, Object, Scheme) pada Mahasiswa Tadris Matematika (TMT) IAIN Tulungagung

Authors

  • Ummu Sholihah IAIN Tulungagung
  • Dziki Ari Mubarok IAIN Tulungagung

DOI:

https://doi.org/10.21154/cendekia.v14i1.620

Keywords:

Matematika, pemahaman, integral taktentu, APOS

Abstract

This research aims to describe the understanding ofmathematics Tadris students of  IAIN Tulungagungabout  indefinite integral understanding of APOS theory. The subjects of research are six students. Each two have  high, average, and low abilities. The result of the research indicated that the understanding ofmathematics Tadris (TMT) students of  IAIN Tulungagung about indefinite integral understanding on actionaspect of APOS theory, high students achieve all of understanding indicators, for average students also achieve  all of understanding indicators, meanwhile for low students achieve one indicator of two indicators. On process aspect, high students achieve all of understanding indicators and average students achieve all of understanding indicators too. Meanwhile low students achieve one indicator of three indicators. On objectaspect,high students achieve all of understanding indicators and average students achieve one indicator of three understanding indicators. Meanwhile for low students do not achieve all of understanding indicators. On schemeaspect, high students achieve all of understanding indicators and for average students achieve two understanding indicators. Meanwhile for low students achieve only one  indicators

حاولت هذه المقالة عرض Ùهم طلاب قسم تعليم الرياضيات ÙÙŠ الجامعة الإسلامية الحكومية تولونج أغونج، عن التكاملات إلى أجل غير مسمّى على أساس نظرية  APOS. وللوصول إلى الأهداÙØŒ اتّبع هذا البحث المنهج الكيÙÙŠØŒ بعرض نتائج استيعاب الÙهم على أساس نظرية APOS. ومصادر البيانات لهذا البحث هي ستتة طلاب: طالبان ذكيّان، وطالبان متوسطان ÙÙŠ الذكاء وطالبان ضعيÙان. دلت نتائج البحث على أن Ùهم طلاب تدريس الرياضيات ÙÙŠ الجامعة الإسلامية الحكومية تولونج أغونج عن  التكاملات إلى أجل غير مسمّى ÙÙŠ مرحلة التطبيق كان الطالبان الذكيان توÙّرت Ùيهما جميع مؤشرات الÙهم، وتوÙّر جميع مؤشّرات الÙهم كذلك ÙÙŠ الطالبين المتوسطين ÙÙŠ الذكاء، أما ÙÙŠ الطالبين الضعيÙين ÙتوÙّرت Ùيهما مؤشّرة واحدة Ùقط. وأما ÙÙŠ مرحلة العملية Ùإن الطالبين الذكيّين توÙّرت Ùيهما جميع مؤشرات الÙهم، ÙˆÙÙŠ الطالبين المتوسطين ذكاء ÙتوÙّر Ùيهما جميع مؤشرات الÙهم كذلك، أما ÙÙŠ الطالبين الضعيÙين ÙتوÙّرت Ùيهما مؤشرة واحدة Ùقط من ثلاث مؤشرات. ÙˆÙÙŠ مرحلة الموضوع، Ùإن الطالبين الذكيين توÙّر Ùيهما جميع مؤشرات الÙهم، والطالبان المتوسطان ÙتوÙّر Ùيهما مؤشرة واحدة Ùقط من ثلاث مؤشرات الÙهم، وأما الطالبان الضعيÙان Ùلا تتوÙّر Ùيهما أية مؤشرة من ثلاث مؤشرات الÙهم. وأما ÙÙŠ مرحلة التخطيط Ùإن الطالبين الذكيين توÙّرت Ùيهما جميع مؤشرات الÙهم، ÙˆÙÙŠ الطالبين المتوسطين توÙرت Ùيهما مؤشرتان Ùقط، وأما ÙÙŠ الطالبين الضعيÙين ÙتوÙّرت Ùيهما مؤشرة واحدة Ùقط

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Published

2016-06-30

Issue

Vol. 14 No. 1 (2016)

Section

Articles

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